Sheffield Institute of Education




October 26, 2022

SIOE Staffing Update

Dear friends and colleagues, Now that the semester is in full swing, here’s a brief staffing update. Please support all colleagues below in their new…

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September 22, 2021

From safeguarding and confidentiality to GDPR and online methods: considerations for researchers during the pandemic and beyond

The world changed for everyone back in March 2020. The transition to working from home happened overnight, with little time to consider how effectively that would work in terms of the jobs we do. As a mixed methods educational researcher with a role as an Information Governance Guardian[1], I was faced with immediate concerns around research data - practically, ethically, and also legislatively. Fieldwork was put on hold whilst we tried to work out the best way forward.

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September 22, 2021

Executive Summary of Sheffield Hallam’s Institutional response to the Initial Teaching Training Review

You can read Sheffield Hallam’s full response to the ITT review - SHU Response to ITT Market Review The story of Sheffield Institute of Education and our response With over 100 years of experience, we are one of the largest providers of teacher professional development, we work with over 600 partners, and we are home to many of the leading academic thinkers and influential school leaders in this space. As educators and trainers of over 2,200 trainees and student teachers (ITT and SCITT total, July 2021) we pride ourselves on our innovative and comprehensive approach to teacher development and as a partnership, our mission to transform lives shapes everything that we do.  Our partnerships have considerable strengths and we are not working from a deficit model.

SIOE

July 27, 2021

Can COVID-19 break the rigid opposition to teachers working flexibly?

It feels strange to talk about a global pandemic having upsides, but as we approach the end of many restrictions in the UK, it seems apt to reflect on what lessons we might learn from the life-changing experience we’ve all been through.  As a Sheffield Business School academic with a passion for exploring professional lives, I spent last year researching teachers’ experiences of working remotely.

Research

July 2, 2021

P is for Preconditioning

How to support your HE students to ‘unlearn’ “All they ever want to know is how to do the assessment task!” “They’re not interested in my feedback, only in their grade.” “They never volunteer answers in class, and I’m not even supposed to ask them direct questions!” “It would be great if they could even turn up to my lectures.” “They insist on keeping their cameras off for the whole session! It’s really off-putting!”

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